Roles of Psychological Recovery Experiences and Visual Anonymity in Team-based Gamified Online Learning

• 成果类型: Article
• 署名作者: Kwak, Dong-Heon (Austin); John, Asher; Benitez, Jose; Park, Soomin; Zhao, Yu (Audrey); Warkentin, Merrill
• 署名单位: University System of Ohio; Kent State University; Kent State University Kent; Kent State University Salem; Howard University; Texas State University System; Lamar University; Mississippi State University
• 刊物名称: JOURNAL OF MANAGEMENT INFORMATION SYSTEMS
• ISSN/ISSBN: 0742-1222
• DOI: 10.1080/07421222.2025.2520175
• 发表日期: 2025
• 页码: 832-858
• 关键词: COMPUTER-MEDIATED COMMUNICATION; information-systems; self-disclosure; THINGS HAPPEN; gamification; work; BEHAVIOR; collaboration; disinhibition; utilitarian

摘要

Gamification has been widely adopted by businesses and educational institutions to drive desired user behaviors and performance. Despite its significance across industry, healthcare, and organizational contexts, its role in fostering psychological recovery experiences (PRE) remains underexplored. Grounded in gamification frameworks and literature on affordances and PRE, this study investigates the mediating role of PRE between gamification affordances and personal initiative. Additionally, we examine the moderating effect of perceived visual anonymity as a situational affordance in the relationship between gamification affordances and PRE. To test our hypotheses, we collected data from 682 graduate students enrolled in an enterprise resource planning (ERP) course (Study 1: 258; Study 2: 424). Our findings reveal that mastery and control experiences mediate the relationship between collaboration and feedback affordances and personal initiative. Furthermore, perceived visual anonymity negatively moderates the relationship between collaboration affordance and mastery and control experiences, while positively moderating the relationship between feedback affordance and control experience. This study highlights the importance of psychological recovery experiences and perceived visual anonymity in fostering personal initiative within gamified online learning environments.